Chapter 1 Qualities to Make a Great Primary English Teacher 1.1 What Is Teaching? 1.1.1 Understanding of Teaching 1.1.2 Is Teaching a Science or an Art? 1.2 Understanding the Roles of a Teacher 1.2.1 What Are the Roles of a Teacher? 1.2.2 Challenges in the Roles of a Primary English Teacher 1.3 What Makes a Good Primary English Teacher? 1.3.1 Professional Ethics of a Primary English Teacher 1.3.2 Professional Knowledge and Skills of a Primary English Teacher 1.3.3 How to Become a Good Primary English Teacher? Chapter 2 Understanding the Key Competencies and National English Curriculum 2.1 What Is Key Competency? 2.2 How to Integrate Key Competencies into English Language Curriculum? 2.3 Understanding the Content Structure of the New Standards 2.3.1 Six Components of the Content 2.3.2 The Activity-Based Approach to English Learning 2.3.3 Content Requirements Chapter 3 Views on Language and Language Learning 3.1 Views on Language 3.1.1 What Is Language? 3.1.2 Views on Language 3.1.3 New Scope of English 3.2 Views on Language Learning Chapter 4 How Do Children Learn a Language? 4.1 Children Learning El 4.2 Children Learning FL 4.2.1 The Differences Between Chinese and English Languages 4.2.2 The Differences Between Children Learning L1 and FL 4.2.3 The Differences Between Children and Adults in Learning FL 4.3 Learning Styles and Learning Strategies 4.3.1 What Are Learning Styles? 4.3.2 What Are Learning Strategies? 4.3.3 Multiple Intelligences Chapter 5 English Teaching Approaches and Methods 5.1 Grammar Translation Method 5.2 Direct Method 5.3 Audio-Lingual Method 5.4 Total Physical Response 5.5 Situational Language Teaching 5.6 Communicative Language Teaching 5.7 Task-Based Language Teaching 5.8 Theme-Based Language Teaching Chapter 6 Lesson Planning and Classroom Management 6.1 Lesson Planning 6.1.1 Backward Design 6.1.2 Principles for a Good Lesson Plan 6.1.3 Hints for Lesson Management 6.1.4 Components of a Lesson Plan 6.2 Teacher Talk and Giving Instructions
6.2.1 Teacher Talk 6.2.2 Giving Instructions 6.3 Questioning in Class 6.3.1 Functions of Questioning 6.3.2 Classification of Questions 6.3.3 Effective Questioning Strategies 6.4 Interaction Patterns Chapter 7 Teaching Pronunciation and Vocabulary 7.1 Teaching Pronunciation 7.1.1 Reasons for Teaching Pronunciation 7.1.2 What to Be Taught? 7.1.3 How to Teach Pronunciation? 7.2 Teaching Vocabulary 7.2.1 Reasons for Teaching Vocabulary 7.2.2 What to Be Taught? 7.2.3 How to Teach Vocabulary? 7.2.4 Vocabulary Learning Strategies 7.2.5 PPP Mode for Teaching Pronunciation and Vocabulary Chapter 8 Teaching Listening and Speaking 8.1 Teaching Listening 8.1.1 The Nature of Listening 8.1.2 The Role of Listening 8.1.3 Modes of Processing Input 8.1.4 Principles for Teaching Listening 8.1.5 Listening Activities for Young Learners 8.2 Teaching Speaking 8.2.1 The Nature of Speaking 8.2.2 The Role of Speaking 8.2.3 Features of a Successful Speaking Activity 8.2.4 Principles for Teaching Speaking 8.2.5 Speaking Activities for Young Learners 8.2.6 PWP Mode for Teaching Listening and Speaking Chapter 9 Teaching Reading and Writing 9.1 Concepts in Literacy Teaching 9.1.1 What Is Reading? 9.1.2 Research Developments on Children's Reading and Reading Instructions 9.1.3 What Is Writing? 9.1.4 Research Developments on Children's Writing and Writing Instructions 9.1.5 The Relationship Between Reading and Writing 9.2 Teaching Literacy 9.2.1 Traditional Things Taught in Reading and Writing Classes 9.2.2 Models of Reading 9.2.3 The Process of Teaching Reading 9.2.4 The Process of Teaching Writing 9.2.5 Activities for Teaching Reading and Writing Chapter 10 Using Songs and Rhymes 10.1 Reasons for Using Songs and Rhymes 10.1.1 The Definition of Songs and Rhymes 10.1.2 Reasons for Using Songs and Rhymes 10.1.3 How to Choose Songs and Rhymes?
10.2 Making Songs and Rhymes into Learning Tasks 10.2.1 Advantages of Using Songs and Rhymes to Teach Young Learners English 10.2.2 Activities for Making Songs and Rhymes into Learning Tasks 10.2.3 The Process of Applying Songs and Rhymes for Listening and Speaking Classes 10.2.4 The Process of Applying Songs and Rhymes for Reading and Writing Classe Chapter 11 Using Stories and Games 11.1 Using Stories in English Teaching 11.1.1 Key Features of Stories 11.1.2 Reasons for Using Stories 11.1.3 Choosing or Adapting Stories 11.1.4 Books for Graded Reading 11.1.5 Activities for Using a Story in English Teaching 11.2 Using Games in English Teaching 11.2.1 Reasons for Using Games 11.2.2 Classification of Games 11.2.3 Introducing a New Game 11.2.4 Activities for Making Games into Learning Tasks
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